The Project TABLE OF CONTENTS INTRODUCTION

Sexual orientation: The Act continues to safeguard individual gay, bisexual, heterosexual and lesbian from discernment on the basis of sexual orientation. Gender reassignment: It is unfair to treat people who intend to start to or have finished a process to alteration their genderless, for example, because they are absent from work for this reason. Gender reassignment: It is unfair to treat people who intend to start to or have finished a process to alteration their genderless, for example, because they are absent

PROJECT

TABLE OF CONTENTS

INTRODUCTION
Project is a series of task which is completed to reach desired outcome (Alfaki, and
Khamis, 2018). This report will lay emphasis on meaning of equivalence as well as variety in
United Kingdom along with it the importance of promotion will also be highlighted. The report
will also lay focus on reviewing the factors which influence learning. This report will cover
about the policies and regulatory framework which is related to diversity and equality along with
organizational policies regarding to comprehensive pattern. Also, the publicity of diversity along
with equality will also be highlighted in this report to protect learners from the risk. This report
will also lay emphasis roles and responsibilities to inclusive practise and the benefits of inclusive
learning environment.
TASK 1
‘Each pupil has the right to achieve and has right to obtain advanced choice of
acquisition, suitable to their expectations and destiny in a safe and healthy environment’.
(Success for All, DES 2002)
Multiculturalism, or Equality and diversity is the notion of encouraging and accommodating the
dissimilarities among individuals, Nile Thompson (2009). More precisely, equivalence is
safeguarding people are treated equitably no concern about there disability, age, race, gender,
sexual orientation or religion. Heterogeneity is about identifying as well as valuing these
alterations to craft an all-across-the-board atmosphere, Clements (2008)
A. 9
The Act equality 2010 stipulates that: -
Age: No discriminate as per in the particular age. Under this it includes certain characteristics:
protection against unfair treatment on the ground of actual age.
Disability: Treat all individual same despite having certain kind of disabilities. Equitable
changes are prepared for backing people with having learning or physical disabilities to offer
equality of opportunity to learn. The best way to practice this is to find out direct from the
learners what kind of alterations would assistance them most.
Religion: The Act safeguard public against favouritism on the basis of belief and faith.
Sexual orientation: The Act continues to safeguard individual gay, guard bisexual, heterosexual
and lesbian from discernment on the basis of sexual orientation.
Gender: This safeguard discrimination against of male or females.
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Race: This protects people against discernment on ground of colour, ethnic group, nationality or
originality.
Gender reassignment: It is unfair to treat people who intend to start to or have finished a
process to alteration their genderless, for example, because they are absent from work for this
reason.
Pregnancy and maternity: This protects women’s having descrimation against of giving birth
or pregnant.
B. Define Diversity
Encouraging equality and diversity in schooling is vital for both teachers and students.
The purpose is to create a classroom atmosphere where all pupils can prosper together and
recognise that distinct characteristics make individuals inimitable and not ‘different’ in a
negative way.
A. To maintain these in our educational frame work we are adhered to follow various laws and
rules which are known as ‘’The Uniformly Act,2010 ‘. The Correspondence Act was displayed
offering legitimate security to individuals with one or more secure features are as follows-
Age
Disability
Gender reassignment
Marriage and civil partnership
Sex
Race
Religion or
Belief
Sexual orientation,
Pregnancy and maternity.
Promoting equivalence and diverseness
Following are the advantages of promoting equivalence and diverseness for the people are
described below-
Equality in education:
I will mark that every single individual are addresses in similar manner as well as their in the
same way and their necessities are fulfilled in numerous manner to guarantee; equality is
2

fulfilled. Every learner has privileges to have education as per their expectation and demands to
regardless of any deviation.
As an educator I should approachable to the difference in style learning and range of learning
needs of each pupil as well as provide as per their requirements. I should have patient to hear
and give helping hand to the learners to come up from specific hazels in learning. And also make
sure to maintain equality during learning time of an individual through providing a set of
changes as appreciate to the learner’s abilities. I will be strictly follow school policies in
maintain any kind of unfair discrimination like bullying and other trouble issues. And set an
example for the good behaviour so that it can be maintain all time in the class room learning. I
will try my best to give a full support to the special children not only in sense of learning but also
in other things as well.
Multiculturism in education:
Diversity is an appreciation or valuing the difference in sense to age, sex, religion, nationality or
race etc…
As an educator I should be fully alert of the saying that “All five fingers in our hands are not
equal ‘’, same relates to my learners as well, I should know the differences as every learner are
different to each other. I should have to supervise the progression of learner’s, as well as react
accordingly in instructing a different group of the needs of people. I will take in account of
interpersonal sociability and expectations of every student because of divers roots from which
they came from.
Celebrating equivalence and diverseness for a person learner would be in the following ways:
1.Developing a good learning environment.
2.Fostering good cordial relationship.
3.Developing cooperative environment.
4. Accommodating specific needs.
5.Give opportunity to special children to learn through different activity as per their needs.
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6.Encourage value of social interaction.
chttp://www.silkysteps.com/resources-for-play/forum-images-resource-files/why-inclusive-
pratice-equality-diversity-is-important-to-support-and-promote.
D.
For example, while in classroom learning once I realised that I have to speak plain slow
English because of other nationalist kids were unable catch my accent.
Even choosing and giving certain examples I have to be very attentive keep in mind, learners
coming from different race (multi-cultural society) to avoid discrimination. Likewise teaching
sensitive religious topic I specially take care not to hurts anyone’s belief because of mixed
learners.
Amongst one of the experiences I had a child who had brain tumour, therefore I had to
make special arrangements (mutual support) to cater for his needs as well as prepare an
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individual action plan to assess and monitor his progress.
Likewise, I have encountered a situation where there was a kid whose guardians were isolated.
This caused an unfavourable effect on the child’s advancement as he had been ignored at home.
The youngster all of a sudden lost enthusiasm for his examinations. To provide support, I
ensured that I possessed a positive attitude to individuals to request additional energy for
directing the kid and furthermore gave him support in class to take him back to typicality.
This is the ordinary practice of mine to segregate the capacities in my students and give
exercises along with the worksheets as indicated by their potential. This enables me to engage
and empower my students. Regularly there are 3 dimensions of students, high achievers, low
achievers and normal achievers. Subsequently, I guarantee to full fill for all dimensions which
make a situation of equity for all to advance and provide for the decent varieties that are found in
the class, thereby ensuring learners are placed into mixed ability groups.
In my practice another way to ensure that I boost equivalence as well as diverseness is by
developing possibility for sharing and celebrating diversity, for example Fancy dress
competitions from different countries. celebrating Theme week from different countries. Or
making a corner in class for sharing making food from various countries.
TASK 2
A.
“Inclusion is about how we meet the need like physical, social, personal, cultural and cognitive of
an individual so that they can learn and participate irrespective to any background, learning
abilities, cultural, race etc.,” (Wilson,2014, p 341)
There are different factors which hits learning. They have two side effects positive as
well as negative influence on learner. The factors which mostly effects learning can be divided
into major groups mention below (Willsion,2014, 407)
 Pedagogy, andragogy –The type of learning
 Objectivism, constructivism-The model of learning
 Gange, surface/deep learning, Bloom-The level of learning
 Learner and there characteristic that effects learning is:
 Psychological and physical
 Cognitive
 Moral/value
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 Emotional/personality
 Social /interactional
There are various issues, for example, the requirements and differences of students,
particularly in the deep rooted learning process which can majorly affect student achievements.
These requirements ought to be investigated, to give all students the best open doors for
progress. Though there are numerous barriers in learning such as Multilingualism, Age, Social or
Religious Frames of mind, Instructive foundations and Monetary circumstances, educational
background, peer pressure ect.,
Multilingualism: Due to the effect of globalization and the regularly expanding
progression of individuals between nations, this has prompted a move in the quantity of languages
spoken inside an association. In this way instructors presently need to figure more with respect to
arranging, to incorporate materials for all the more to keep in mind of unity and diversity. In the
event that a student is bilingual, or whose first language isn't the language of guidance then, they
could will in general think in one language and write in another. So this can negatively affect their
learning, as the student may think that it’s difficult to grasp the language expressed and materials
given. In this many thinks that multilingual is an advantage not the draw back in learning and it
does not hinder communication. The Illustrious School of Discourse and Language Specialists
(2006) referred to in Wilson (2014) pp.354. Wilson further means that 'Bilingualism and
Multilingualism is presently exceptionally normal' and that more than 300 language
classifications are currently spoken in the UK, (pp.354).
Cultural and religion: The vast majority of us come from the diverse religious culture.
By culture I don't just mean occasions, nourishment and dress sense, yet in addition with regards
to our qualities, styles, family relations, dispositions and how we see our general surroundings.
These social or religious factors shape the manner in which we see things and accordingly can
influence the manners by which we learn. Recently found student who was unable to adapt in his
classroom due to his cultural background where gender don’t sit together which leads to an
adverse effect in his learnings process. Another example, the Islamic religion, ladies were not
given permission in olden days for studies as compare to men’s only they were to keep up
themselves up to the family unit and back kids'. During the '1800's most Islamic social orders
went under the control of European forces, which prompted changes leads to the new era in
educational system (The Islamic World; At various times, 2016)
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Someone stated that, “Educated family background also has impact on learning if family
is educated then a child can easily cop up with the educational system if not then it will have
adverse effect on learning”. In a DfES Exploration Report 433, it derives that 'Parental support
and at home has a great influence on learning will automatically remove the barriers and open the
door for the learning achievements. (Desforges, C. 2003)
Age: Age of a student can likewise deeply influence their learning, as things that
influence both young and more established individuals can change immensely. For example, a
younger learner has less afraid of failure whereas older may fear disappointment because of past
encounters. An older student may have an abundance of life encounters to interface with their
learning (transferable abilities) then of young.
The age out their general surroundings. Matters a lot in learning more youthful students
may likewise have less tendencies to realizing where older student may have a harder time in
tolerating change. Wilson declares that 'More seasoned students will in general be worried about
different features of their lives, for example, family and work, while the more youthful student
could be experiencing abrupt changes in their conduct and accordingly encountering emotional
episodes and so forth.' (2014, p.343) Here she recognizes that there are factors in individuals'
lives that can briefly occupy them from adapting, consequently an individual's age can impact
this relying upon their conditions.
B and C.
Beside other barriers there are various physical emotional abilities which hinders leaning
process like reading, analytical abilities, nature-versus-nature, development of skill and other
physical –visual sharp-eared ect.,
many learners suffer from specific learning disabilities which have direct influence on
their learning, for instance dyslexia.it is an invisible disability affect almost 10 % of the
population, mostly 4%. this is the most specific learning disability, includes dyscalciuls, ADHD,
dyspraxia.
some of the leaners have some disabilities by birth or somehow in their later life which. Dyslexia
leads to the problem of information how it is processed, retrieved or stored in relation to
memory, time perception, organisation, speed processing this problem can be sorted out with the
help of LSA who support at the time of learning in the class room by making notes, helping in
recalling facts, and keep learners on track. Their duty is also to develop the resources who can
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support these kind of learners making them to be comfortable with other learners.
Approximately people with ‘dyslexic problems may experience visual stress while
reading. Text can look distorted and words or letters seem to change or become blurred. White
paper or backgrounds can look too dazzling and make print hard to decipher.’ (British Dyslexia
Association) This hurdle can affect their ability to study. Thus pupils with a Visual Impairment
will regularly need to have different type of resources like as big size fonts or letters and using
yellow paper as contrast to white paper for better clearness. This will upkeep them from this
hazel to learning.
Of course, further obstacles can disturb a number of capacities, like the speediness of
working, communication abilities (mainly reading or writing), environmental and spatial
awareness, and group communication, with a compact capacity to distinguish body language and
facial languages. As a result, pupils can suffer from inferior complex which can lead to adverse
influence on learning.
Pupils having Physical disabilities like paralyzed or lost some of the body parts more
likely using wheelchairs, have more tough time before entering into classroom learning. Like
many schools have lack of such facilities like access for wheelchair users or no lift or ramps.
Which directly effects learning difficulties. Individuals with physical dexterity problems whose
arms and or hands are affected can face difficulties like in opening entrances, access for and/or
carrying books, writing and using resources. Subsequently, several learners with manual
dexterity problems can be solved by the proper means which can enable them to access to
learning. As Wilson instructs, under the Disability Discrimination Act 1995 (DDA),
“Educational institutions should be favourable to all and must not treat incapable person less
favourable than anyone else. This relates not only to the accommodation but equally to the
services it provides.” (Wilson, pp.508)
Students with a hearing impairment or speech/correspondence troubles, people who
stammer or have other language and speech challenges, alongside the individuals who are hard of
hearing or who have partial hearing, may all experience issues imparting through speech.
Subsequently inside the class-room this would effect on their learning. Nonetheless, individuals
with hearing challenges are regularly thought to be far less capable than they truly are. As an
educator in an instructive situation it is imperative to check the individual reactions of the student
to guarantee there are no assumption should be made.
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D. n
By following steps, we can remove these hazels:
Encourage more reliable practice through a specialist group of skilled national counsellors,
working partnership with the Department for Education and Skills’ Schools Directorate
Advisers, who will give support and challenge on key SEN matters including the use of
statements, management of SEN resources, identifying and sharing good practice and
confronting underperformance.
The interaction and cooperation assisted by the SEN Regional Partnerships and Beacon Councils
support this work encourage the team work.
• Create SEN Regional Partnerships directly liable to the Department for Education and Skills
for their effort on the application of this scheme
•Its makes sure to the schools to include an integral part of self – evaluation and this is included
in the OFSTED’S reports.
• By sharing best practice and for the development of comparative data on SEN performance
through National Performance Framework.
• Empower native authorities to monitor institution’s performance through SEN are they group
meeting the necessarily of the learners. For this Ofsted inspection framework play a vital role
which reflects the set out of strategies.
• And fully support the parents like providing advice which represents best sharing practice by
involving local authorities too.
TASK 3
A.
2010 The act of Equality - Act of equality is concerned with employees working in an
organization. This law focuses on equality among employees working in companies based on
the age, culture, gender, disability, etc. All individuals under this act must be treated equally and
there is no activity of discrimination observed among employees in the company they are
working (Moeller, and Yu, 2015). This act protects employees from ill-treated or badly treated
under organization as the employees have an authority to complain about discrimination and
also they are free to stood up for any discrimination act.
Equality of opportunity - This opportunity is related to practise of employment in which
the company or businesses is prohibited by law in which they are not engaged in any activity of
employment (Carr-Chellman, 2015). Also, under this element of law it is illegal for the company
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who follows discrimination again applicant or candidates applied in the company on basis of
race, age, colour, sex, religion, national origin, etc. This main objective behind this policy is to
create equal outcomes for job applicants. This aims at developing a platform of equal
opportunities for all candidates who are qualified for the job.
Professional standards - The education and training foundation (ETF) developed
professional standards in 2014. These standards are developed for trainers and teachers. This is
developed to enquire and reflect practitioners which critically assume in respect of education,
practice and values. They act in aligning with integrity and honesty in order to maintain ethical
and professional behaviour (Nutta, Strebel, and Kouider Mokhtari, 2015). The teachers and
trainers are vocational or subject specialists and also experts in learning and teaching. The main
purpose of standard providing aid to educator along with leaders to improve along with maintain
learning and teaching standards and also evaluate the learners outcomes.
Criminal Records Bureau (CRB) procedures - It is a service of checking background
of criminals which helps organization to identify candidates during recruitment and staffing
according to suitability of their working culture (Chandra, and Mills, 2015). The organization
can frequently contact with vulnerable people and encompass the disclosure service of Criminal
records Bureau.
B. The influences of organizational policies and own practice
Influence of organizational policies
Marketing and promotion of courses - The courses adopted by trainers and teachers
need marketing and promotion to gain popularity. Also, by this promotional and marketing
activities the teachers able to implement professional standards and provide aid to students by
creating more career opportunities.
Organisational policies - The organizational policies must be equal for all the
employees working in it whether it is trainer, trainee or teacher. The policies are majorly
formulated to focus on ethical and professional behaviour of individuals. For this the company
formulate policies regarding keeping in mind all the elements of equality act, 2010. This helps
the organization to be in line with the law and avoid them from legal hazards.
Requirement of CPD - The CPD is important for every employee working in an
organization. CPD requirement of employees includes attending workshops, Participating in
management and community meetings, Gaining formal additional qualifications, attending web
seminars, studying publications and text books, etc (Suprayogi, Valcke, and Godwin, 2017). This
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enhances the career opportunities and individual development of employees. Also, it directly
influences on prevailing more employment opportunities to the employees.
Organisational policies - The policies of institution regarding complaints is very lengthy
which consumes huge amount of time of consumers. They need to go through a lengthy
procedure for which they always try to avoid their complaints and problems they are facing in
the institution. Also, the polices of admission takes time, and they prevent these students to
indulge with this institution.
Complaints procedures - The procedure of complaints in these organizations are very
lengthy and students generally avoid following this procedure. Along with it, the redress al of
complaints takes time which reflects dissatisfaction among students.
CRB procedures - The background check of teachers hired in such institution helps the
institution in depicting the fairness of teachers, and they assure a healthy environment by this
check in the work place.
Influence of organizational practise
Creating opportunities - The opportunity creation is one the element of Equality of
opportunity. Under this policy, the organization creates equal opportunities for all candidates or
applicants, and they did not execute any discrimination on the basis of religion, nation, colour,
gender, age, etc. This not only motivates employees for creating more opportunities but also
enhances their lifestyle and confidence.
Recognising own roles and responsibility - The roles and responsibility of teachers and
trainers includes honesty with their profession, help their students in learning and also evaluate
their performance (Nutta, Strebel, and Kouider Mokhtari, 2015). By following and adopting to
their responsibility and roles the employees able to confront towards vocational and professional
standards.
Awareness of current legislations - The company and employees are well aware about
all the current legislations which includes equality act, employment act, health and safety act.
This impacts directly on their professionalism and provide aid to them to be in line with the law
in order to avoid legal issues and hazards.
Working with other - The teachers in institution in order to follow organizational policies
work with other institution like NHS, DWP, etc. to promote inclusive learning and practise.
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Creating opportunities - The learners find opportunities under institution while be a part
of inclusive learning. For this the students learn and get more opportunities for their career.
Also, there is an opportunity for them to share inclusive practise for further development.
Promoting through own approach of teaching - The promotions executed by teacher
through their lectures which helps the learner to enhance their knowledge regarding the course.
Also, promotion are executed under different lectures undertaken by teachers to attract more
students towards their practise.
C.
This includes liaising with specialist support agencies like Police, NHS, etc. This
enables organization to not only adopting diversity but also enhance educational needs of
students which need special guidance through specialist visits. Also, working with NHS enables
students of SEN group to enhance their development as well as growth as they gain their
knowledge in on the job with community groups or cultural (Li, 2016). By enabling students
to access towards support agencies companies also enable diverse culture and living among
their business.
The working with other agencies also increases contacts with other employers. This
increases in contacts enhance the internal opportunities and future growth of the company. Also,
collaborative activities also increases educational capabilities for the students (Alfaki, and
Khamis, 2018). The department for work and pensions (DWP) plays a crucial role in life of
teachers and trainer working in the institution. This enables them to offer future financial support
and also motivates them to perform their role and responsibilities in appropriate manner.
D.
The equality and diversity promotes the learner as well as teacher to protect from risk of
harm as they learn to tackle discrimination under the act of anti discrimination act and equality
act (Moeller, and Yu, 2015). There is a risk for teacher that they can face activity of
discrimination in institution but the law under equality act provides them support and safeguard
their activities in institution.
Also, there is risk of students stress related issues which are generally handled by their
teachers and mentors. This enables the students to get motivates and focus towards their course.
The risk of harm declines as the students gets support of their teachers. Also, the qualified
learning provides support and training to students. In addition to, Specialized staff provisions
avail more opportunities for growth for the students and safeguard them from the risk of failure.
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TASK 4
A.
It is important to promote inclusive learning environment to teach and learn students. As
this enhances the moral of students along with motivation among them. The teachers also help
them in celebrating achievements of their success which boost their morale. The teachers make
them learn to respect other and this build a sense of social living among students studying in the
institution.
A positive attitude is always reflects in teachers and learners during promotion of
inclusive learning environment because it not only improves environment of institution but also
attracts more students towards their course and learning (Carr-Chellman, 2015). The students
share responsibilities and teachers empowers them to perform their responsibilities well in
perfect manner.
On the other hand they learn to work in collaborative environment which boost their
experience in team working and also help them in learning an attribute of tolerance and
coordination.
B. .
I being play role of teacher. It is very difficult for a teacher to promote equality and
diversity. As I work harder for promoting practise of promotion of students inclusion learning.
Also, being a teacher I face major challenges regarding the inappropriate behaviour of
students as they don't want to change and behave ethically. Along with it, students are giving
responsibilities for own action and some students perform and share their responsibilities for
their own action which enhances their experience and learning in diversity.
I observed that some are dealing with their assigned responsibilities in careful manner
which creates an opportunity of growth for them in the future. Along with it, I always support
them in their difficult times and encourage them by celebrating their growth and success. This
motivates the students and always kept them interested with the roles and responsibilities
assigned to them at institution.
C.
Empowering students - Promotion of inclusion can be done through empowering
students. The students' empowerment is method in which teachers motivate students for their
task. For eg : encouraging students by word of mouth, recognition, etc (Chandra, and Mills,
2015). This boosts morale of students and also develop career opportunities for them.
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Rewards - Rewarding for the success is also a good method for promoting inclusion
which enhance students of special needs to attain growth and success by entailing with the
desired courses. For eg : rewarding students by award function and recognizing the efforts of
students and their performance.
Positive attitude - The positive attitude of teachers also resembles a good promotion of
inclusion (Suprayogi, Valcke, and Godwin, 2017). The positive environment in the institution
motivates the students with special need to learn and develop their career. They get self
motivated by positive environment in the institution.
Takling discrimination - The discrimination in institution affects many students and
also divert them from their goal. But by properly handling this discrimination activities help the
inclusion to get promoted. This not only motivates students but also develops confidence in
them. For eg : Teachers take stand for students and support them when they face discrimination
regarding their disabilities.
D.
Promoting intrinsic and extrinsic motivation, this includes the value of learners can be
enhanced by promoting their capabilities of task performance by intrinsic motivation which
includes development of individual interest and extrinsic motivation includes rewards and
recognition. Facilitates group forming includes the individual learners must allow forming
groups which enhances the morale of students as they get socialize and also they learn about
coordination, cooperation and team working. Also, the institution shall raise awareness of
learners towards diversity and equality. This helps them to develop and stay aware regarding
discrimination rights their knowledge and learning about their rights in these areas and help
them in future growth. By sharing cultural and social values by institutions, students are able
to build their learning and enhance their knowledge.
The teacher must follow a Appropriate and common language while delivering any
information to the learner. This helps the learner in developing current as well as accurate
knowledge which enhances their career and create growth opportunities for them (Li, 2016).
Also, providing feedback to students can also be an effective tool. As the student able to know
their weakness and key areas of development is reflected by evaluating proper feedback
procedure. Along with it the teachers and management personnel must use management
strategies and information system to keep track on all the information of students. This
technique also help the institution to maintain privacy of students information.
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TASK 5
Working together: Safety, welfare and education is the key and prime responsibility of
not only the teacher but also to the other professional who are collectively working together
because ‘’children are the future of our country.’’ Though we are different but equal in all
perspectives. Communication between all the professional ensures that the pupil receive the most
efficient and effective learning that can be possibly provided. The learners are the Hub.
Different but equal: To overcome from learning barriers we can shake hand this will
open new doors for learning and making a good relationship between whole cycle of learning
and make a strong relationship between all of us.
A.
Teachers are required to work with their learners and with other stakeholders in an
organization. In their careers to give the best outcome. Collaborative work opens many doors and
helps to achieve the learning goals. Mostly has to work with assistance teachers in the classroom
beside with another team of the intuitions like administrations, caretakers, cleaners, technical
team, and under the shadow of the head teacher. For example, in ICT requirement teacher needs
to have expert technical team to provide extra support while delivering lessons and can also take
helping hand from premises officer to have equipment PAT (Portable Appliance Tested), here
the whole origination is responsible for the safeguarding and welfare of the children this is not
the sole responsibility of teacher but this will for the whole organisations prime duty and
responsibility.
Let look into another example, in high schools it is probable that there is a safeguarding
officer, to whom any student can visit for their help rather than solving themselves and a teacher
should always escalate any such issues. Though the teacher may mean well other experts are
better qualified to help in certain situations, and the teacher should be aware of not overstepping
their boundaries.
B.
There are many occasions when a teacher has to full fill the child’s needs, like if leaner is
coming from a poor family then in this case teacher could be mention to the Citizen Advice
Bureau. In other case, like if a learner is unable to come to school then a teacher can help them in
learning through the latest electronic teaching equipment as well. It can set online resources for
such learners.
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However, in some cases like if a learner is suffering from serious psychological problems
then a teacher can refer the child to the school counsellor or the psychologist to help such kind of
learner. Another example if the learner is having a speech problem this can be sorted out by the
teacher if not then can refer such child to the local speech therapist too like for EAL specialists
can help the pupil in language problems. Solving problem whom to refer to and how and where
can meet the need of leaner, as labelled in Maslow’s Hierarchy of Needs, to allow them to
achieve their learning potential.
C. working in a partnership: Teachers strategies
Assess –Plan—Do----Review---refer
TASK 6
A.
Lesson plan and Assessor’s Observation attached.
B.
There are around a varied range of definitions to describe organizational culture. But are
abundant efforts to describe what organizational culture is. One of the modest and possibly
known definition is “the manner we do things around here” (Lundy & Cowling, 1996). The
perception of organizational culture describes that “the way we do things…” originates from
specific sets of values, beliefs, attitudes, and behaviours that are united by organizational
members, which provides the organization unique and unique character (Brown, 1998).
C. Use of communication strategies to indorse equality and diversity
Communication: It is an art of sharing messages between each other. There is various mode of
communication like Verbal. Non – verbal and written. It is a process between the teacher and
learner, therefore, it should be effective to influence learner.
A well-established effective communication opens a door to learning. It is a two-way process. To
eradicate hurdles I will l go for different types of communicative methods to interact with my
learner having disabilities. They are mentioned below:
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 The latest use of technologies to enhance the quality
 Amplifiers a hearing aid for sound
 Loops
 Emails, text messages
 I will try to face learner all time
 I will use clear and plain
 And also would like to have practices tips:
 While doing the writing task not to speak.
 I will use an abundance of visual tools and illustrations.
 While teaching facing individuals all the time.
 I will use clear and plain language.
 Would follow natural speed for speaking.
 Arrange a good sitting arrangement so that they will be more comfortable as per their
needs. I will also include all my learners' none of the deprived.
 provide handouts in advance.
Communicating with learners having partially and blind disabilities: I will use modern
technologies as per the need of the learners like voice recognition software, computer, braille
keyboard.
Strategies for pupils having another kind of difficulties like dyslexia:
Dyscalculia having difficulties with maths/calculations.
Dysgraphia having difficulties in handwriting
Dyspraxia having poor coordination.
Dyslexia difficulties in processing written languages.
I will take into consideration for a wide range of learning styles. For example, for dyslexic
learners: I will think logically because these kinds of learners are good at reserving but find to
match in sequences. For which they need a personal attachment to memorizing things. Only learn
quickly if they are having a personal interest in a particular subject. By using humour, stories,
visual and colour effects. And learn most through direct experiences.
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Communicative with learners having physical disabilities
The learner has a chance to reveal their incapacity, as a teacher I will make sure , so they can
discuss what may be tough for them. Therefore, I can meet their needs, like proper seating
arrangements, proper location to access as thy needed, furniture’s, classroom layout and
resources.
For developing and improving communication skills I would also like to break the barriers to
communications like level of language, language and accent, noise, writing and listening, talking
and listening and jargon, special terminology.
further incorporate with bridge the gap, spelling opener, do you understand the game, the silent
class ect.
C. Give examples of how your own behaviours impacted negatively and positively on the
organisation culture
Initially, I will assess my behaviour and attitudes as per my institutional guidelines and
practices. Also, make sure that all my teaching methodologies help in promoting equality and
diversity. Once the reflection of my practices matches under the institutions' guidelines it will
automatically lead to the good inclusion of unity and diversity in my learners. This will lead to
an open road for the institution to become a well-reputed centre in society. In contrast, if my
practice and behaviour does not reflect the assurance policies and approaches it will have a risky
effect on the pupils. Furthermore, current inexperienced persons will bring the shortcomings to
workable rookies which will result in bad standing as nicely as lose in the intake of a new
learner. Subsequently, the organization will lose its acceptance and credit in the public.
Famously as it is stated a rotten apple spoils the barrel and an unsatisfied purchaser will deter
many others.
As a support teacher in my organisation, I often have to confront issues of bulling,
however my behaviour impacted my organisational culture in a negative way for example, once I
came across some children of were involved in bulling of a student who had newly joined that
class, I try to resolve it myself as my colleague was not there. I involved parents later realised
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that some of the procedure of mine doesn’t match with the school polices as I was new to the
school policies.
Sharing good practice – during staff meetings etc. This impacted my organisation in a positive
way.
Contributing to INSET: I will try my best to use this day to improve my chalk and talk in the
school and in the class room for inevitably use for marking for future planning in relation to
academic wellbeing.
Once I can get my reflection result then I can be well aware of my strength and weakness then
further I will use this knowledge to remove these barriers which are harmful for my organization.
A good famous saying “Lookout your thoughts, for they become words. Lookout your words, for
they become actions. Lookout your actions, for they become habits. Lookout your habits, for
they become your character. And lookout your personality, for it develops your fate. What we
think, we become.” (Margaret Thatcher)
After review myself I will stick to improving it the way I behave, body language, tone of my
voice and demand.
A strong, communication leads to the right path and develops a good rapport between the
learning and teaching process. It gives birth to an effective learning environment.
CONCLUSION
The report was all about learning of students and teachers. This report covers about
equality and diversity in UK. The importance of promotion was also highlighted in this report.
The report was also focusing about reviewing the factors which influence learning. The policies
and regulatory framework related to diversity and equality along with organizational policies in
relation to inclusive practice were covered under this report. The promotion of equality and
diversity were highlighted in the report to protect learners. The report also covers roles and
responsibilities to inclusive practise and benefits of inclusive learning. At last the report focuses
on explanation of the relationship between own role and roles of other professional.
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REFERENCES (add references as per the text)
Books and Journals
Alfaki, I. M. and Khamis, A. H. A., 2018. Difficulties facing teachers in using interactive
whiteboards in their classes.
Carr-Chellman, A. A., 2015. Instructional design for teachers: Improving classroom practice.
Routledge.
Chandra, V. and Mills, K. A., 2015. Transforming the core business of teaching and learning in
classrooms through ICT. Technology, Pedagogy and Education. 24(3). pp.285-301.
Clements, P. (2008) Policing a Diverse Society. 2nd Ed. Oxford: Oxford University Press.
Gravells, A. (2014) The Award in Education and Training (1st Edition). London: Learning
Matters
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development
(Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Li, L., 2016. Integrating thinking skills in foreign language learning: What can we learn from
teachers’ perspectives?. Thinking Skills and Creativity. 22. pp.273-288.
Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review
Moeller, A. K. and Yu, F., 2015. NCSSFL-ACTFL Can-Do statements: An effective tool for
improving language learning within and outside the classroom.
Nutta, J. W., Strebel, C. and Kouider Mokhtari, F. M., 2015. Educating English learners: What
every classroom teacher needs to know. TESOL Journal. 6.
Suprayogi, M. N., Valcke, M. and Godwin, R., 2017. Teachers and their implementation of
differentiated instruction in the classroom. Teaching and Teacher Education. 67. pp.291-
301.
Thompson, N. (2009) Promoting equality, valuing diversity. Lyme Regis: Russell House
Publishing.
Online
Society for Education and Training, Professional Standards
https://set.et-foundation.co.uk/professionalism/professional-standards/
Equality Act http://www.legislation.gov.uk/ukpga/2010/15/contents
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British Computer Society, Code of Practice http://www.bcs.org/category/6030
HSE Display Screen Equipment Regulations http://www.hse.gov.uk/msd/dse/guidance.htm
Source: Essay UK - https://www.essay.uk.com/essays/education/explain-the-teaching-role-and-
responsibilities-in-education-and-training/
http://www.anqdevelopment1-linux.co.uk/04-TheoryTasks/Theory3.htm
chttp://www.silkysteps.com/resources-for-play/forum-images-resource-files/why-inclusive-
pratice-equality-diversity-is-important-to-support-and-promote.
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